Bebell, D., & Kay, R. (2010). One to one computing: A summary of the quantitative results from the berkshire wireless learning initiative. The Journal of Technology, Learning and Assessment, 9(2).
Abstract:
This paper examines the educational impacts of the Berkshire Wireless Learning Initiative (BWLI), a pilot program that provided 1:1 technology access to all students and teachers across five public and private middle schools in western Massachusetts. Using a pre/post comparative study design, the current study explores a wide range of program impacts over the three years of the project’s implementation. Specifically, the current document provides an overview of the project background, implementation, research design and methodology, and a summary of the quantitative results. The study details how teaching and learning practices changed when students and teachers were provided with laptops, wireless learning environments, and additional technology resources. The results found that both the implementation and outcomes of the program were varied across the five 1:1 settings and over the three years of the student laptop implementation. Despite these differences, there was evidence that the types of educational access and opportunities afforded by 1:1 computing through the pilot program led to measurable changes in teacher practices, student achievement, student engagement, and students’ research skills.
Effects of technology immersion on teachers' growth in technology competency, ideology, and practices
Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Effects of technology immersion on teachers' growth in technology competency, ideology, and practices. Journal of Educational Computing Research, 42(1), 1-33.
Abstract:
In the study of the Technology Immersion model, high needs middle schools were 'immersed' in technology by providing laptops for each teacher, student, instructional and learning resources, professional development, and technical and pedagogical support. This article reports third year findings for the teacher component of the theory-driven evaluation. Using hierarchial linear modeling (HLM) to analyze longitudinal survey data, we found that Technology immersion has a statistically significant effect on teachers' growth rate for technology knowledge and skills, and ideological affiliations with technology integration and learner centred instruction, and the frequency of class activities involving technology. Treatment teachers' technical proficiency and their school's innovative culture, ongoing professional development, and parent/community support predicted teachers' higher classroom immersion. The authors discuss the viability of the technology immersion model and implications for technology integration in classrooms.
What added value does a 1:1 student laptop ratio bring to technology supported teaching and learning?
Dunleavy, M., Dextert, S., & Heinecket, W. F. (2007). What added value does a 1:1 student laptop ratio bring to technology-supported teaching and learning? Journal of Computer Assisted Learning, 23(5), 440-452.
Abstract:
The purpose of this study was to document typical use and configuration of 1:1 computing in two schools focusing on the added value and unique challenges these uses present.A qualitative case study design was used in two middle schools (sixth, seventh and eighth grade) in the southeastern United States purposefully selected for their 1:1 computing programms. Data were collected through formal and informal interviews, direct observations and site documents. Results indicated that online research, productivity tools, drill and practice, and eCommunications were the most frequent uses of computers in the 1:1 classroom. Moreover, the 1:1 classroom provided potentially transformative added value to these uses while simultaneously presenting unique management challenges to the teacher. In addition, the presence of 1:1 laptops did not automatically add value and their high financial costs underscore the need to provide teachers with high-quality professional development to ensure effective teaching. In order to create effective learning environments, teachers need opportunities to learn what instruction and assessment practices, curricular resources and classroom management skills work best in a 1:1 student to networked laptop classroom setting. Finally, researchers documented wide variation in fidelity to 1:1 computing, which suggests the need for further research exploring the conditions under which this variation exists.
The ePotential Teacher ICT Capabilities Survey was developed to address the need for teachers and schools to have a benchmark of their ICT capabilities, and to provide teachers with resources for their ongoing professional learning in ICT. The survey facilitates a teachers’ self-assessment of their current ICT capabilities by analysing their results and placing them on the ePotential Continuum.
The Horizon Report series is the most visible outcome of the New Media Consortium's Horizon Project, an ongoing research effort established in 2002 that identifies and describes emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within education around the globe.
1:1 Research & Resources:
Bebell, D., & Kay, R. (2010). One to one computing: A summary of the quantitative results from the berkshire wireless learning initiative. The Journal of Technology, Learning and Assessment, 9(2).
This paper examines the educational impacts of the Berkshire Wireless Learning Initiative (BWLI), a pilot program that provided 1:1 technology access to all students and teachers across five public and private middle schools in western Massachusetts. Using a pre/post comparative study design, the current study explores a wide range of program impacts over the three years of the project’s implementation. Specifically, the current document provides an overview of the project background, implementation, research design and methodology, and a summary of the quantitative results. The study details how teaching and learning practices changed when students and teachers were provided with laptops, wireless learning environments, and additional technology resources. The results found that both the implementation and outcomes of the program were varied across the five 1:1 settings and over the three years of the student laptop implementation. Despite these differences, there was evidence that the types of educational access and opportunities afforded by 1:1 computing through the pilot program led to measurable changes in teacher practices, student achievement, student engagement, and students’ research skills.
Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Effects of technology immersion on teachers' growth in technology competency, ideology, and practices. Journal of Educational Computing Research, 42(1), 1-33.
In the study of the Technology Immersion model, high needs middle schools were 'immersed' in technology by providing laptops for each teacher, student, instructional and learning resources, professional development, and technical and pedagogical support. This article reports third year findings for the teacher component of the theory-driven evaluation. Using hierarchial linear modeling (HLM) to analyze longitudinal survey data, we found that Technology immersion has a statistically significant effect on teachers' growth rate for technology knowledge and skills, and ideological affiliations with technology integration and learner centred instruction, and the frequency of class activities involving technology. Treatment teachers' technical proficiency and their school's innovative culture, ongoing professional development, and parent/community support predicted teachers' higher classroom immersion. The authors discuss the viability of the technology immersion model and implications for technology integration in classrooms.
Dunleavy, M., Dextert, S., & Heinecket, W. F. (2007). What added value does a 1:1 student laptop ratio bring to technology-supported teaching and learning? Journal of Computer Assisted Learning, 23(5), 440-452.
The purpose of this study was to document typical use and configuration of 1:1 computing in two schools focusing on the added value and unique challenges these uses present.A qualitative case study design was used in two middle schools (sixth, seventh and eighth grade) in the southeastern United States purposefully selected for their 1:1 computing programms. Data were collected through formal and informal interviews, direct observations and site documents. Results indicated that online research, productivity tools, drill and practice, and eCommunications were the most frequent uses of computers in the 1:1 classroom. Moreover, the 1:1 classroom provided potentially transformative added value to these uses while simultaneously presenting unique management challenges to the teacher. In addition, the presence of 1:1 laptops did not automatically add value and their high financial costs underscore the need to provide teachers with high-quality professional development to ensure effective teaching. In order to create effective learning environments, teachers need opportunities to learn what instruction and assessment practices, curricular resources and classroom management skills work best in a 1:1 student to networked laptop classroom setting. Finally, researchers documented wide variation in fidelity to 1:1 computing, which suggests the need for further research exploring the conditions under which this variation exists.